Wanting to win’ versus “wanting to avoid losing” is a subtle yet crucial distinction; Murayama and Elliot’s (2012) set of meta-analyses found the effects of competition depend on this distinction in the minds of players. When someone wants to perform better than others, they tend to benefit from competition. But when they want to avoid performing worse than others, competing tends to reduce their performance.
Senko et al’s (2017) meta-analysis found that “wanting to win” improves the performance of participants only when it’s accompanied by strategies that support feelings of mastery. So “wanting to win” alone is not enough to inoculate players from the downsides of competitive social environments.
There are 2 principles of design to support the outcome:
Workplace performance is more complex than a single number on a leaderboard.
Let’s show the major competencies that drive the performance, instead of one single number.
Don’t just compare yourself to others. Compare your performance against your own history!
Let’s show the trajectory for driving competencies!
Imagine a leaderboard more like a performance dashboard where your overall performance is broken down your top competencies with your historical data points. You can see the trajectory of where you’re heading. Then, you can show the company average and top performers’ numbers on each competency. You can identify your strength and opportunities. Then, you can apply AI to give you guidance on how to change your trajectory based on top performers’ data points.
Want to learn to code without paying up front? Programs such as Lambda School, App Academy and even Purdue University are experimenting with income-share agreements (ISAs), in which students agree to pay a portion of their income after graduation, reports The Atlantic. It’s a promising idea, particularly when businesses needs to fill over half a million computer-science jobs. But the schemes are still in their infancy, and it remains to be seen whether ISAs prove to be a viable business model or successful for graduates.
In Major Privacy Win, Supreme Court Rules Police Need Warrant To Track Your Cellphone
June 22, 201810:41 AM ET
Cellphone providers routinely keep location information for customers to help improve service. And until now, the prevailing legal theory was that if an individual voluntarily shares his information with a third party — for instance, by signing up for cellphone service — police can get that information without a search warrant.
On Friday, the Supreme Court blew a hole in that theory. Writing for the court majority, Chief Justice John Roberts said that cellphone location information is a “near perfect” tool for government surveillance, analogous to an electronic monitoring ankle bracelet.
While Friday’s decision may limit the government’s access to cellphone data, it has no impact on the ability of private companies to amass, use and sell their customers’ information. That is because the Fourth Amendment only limits government conduct, not private conduct. Only Congress, in enacting legislation, can limit how private companies amass and use information.
The 100-page study presents data from 1,140 college students from 4-year colleges in the United States concerning their use of specialized library technology, group and individual study rooms. The report enables its end users to answer questions such as: which students use individual and group study rooms? Which use specialized technology rooms? How often do they use them?
Data in the report is presented in the aggregate and then broken out separately for sixteen different variables including but not limited to: college grades, gender, income level, year of college standing, SAT/ACT scores, regional origin, age, sexual orientation, race & ethnicity, college major and other personal variables, and by Carnegie class, enrollment size and public/private status of the survey participants institutions of higher education.
Guess what … I searched for Brenda Perea (in hopes of maybe getting some information on how they set up their system) … One of her current positions is with Credly … Do we still want to reach out to her?
94%: Institutions offering alternative credentials
1 in 5: Colleges and universities that issue badges
Nearly 2/3: Institutions that cited alternative credentials as an important strategy for the future.
-Source: “Demographic Shifts in Educational Demand and the Rise of Alternative Credentials,” University Professional and Continuing Education Association and Pearson, 2016
https://www-wired-com.cdn.ampproject.org/c/s/www.wired.com/story/187-things-the-blockchain-is-supposed-to-fix/amp
Blockchains, which use advanced cryptography to store information across networks of computers, could eliminate the need for trusted third parties, like banks, in transactions, legal agreements, and other contracts. The most ardent blockchain-heads believe it has the power to reshape the global financial system, and possibly even the internet as we know it.
Now, as the technology expands from a fringe hacker toy to legitimate business applications, opportunists have flooded the field. Some of the seekers are mercenaries pitching shady or fraudulent tokens, others are businesses looking to cash in on a hot trend, and still others are true believers in the revolutionary and disruptive powers of distributed networks.
Mentions of blockchains and digital currencies on corporate earnings calls doubled in 2017 over the year prior, according to Fortune. Last week at Consensus, the country’s largest blockchain conference, 100 sponsors, including top corporate consulting firms and law firms, hawked their wares.
Here is a noncomprehensive list of the ways blockchain promoters say they will change the world. They run the spectrum from industry-specific (a blockchain project designed to increase blockchain adoption) to global ambitions (fixing the global supply chain’s apparent $9 trillion cash flow issue).
Things Blockchain Technology Will Fix
Bots with nefarious intent
Skynet
People not taking their medicine
Device storage that could be used for bitcoin mining
The European Union‘s General Data Protection Regulation, or GDPR, goes into effect on May 25
The objective of the regulation, which passed in 2016, is to simplify and consolidate rules that companies need to follow in order to protect their data and to return control to EU citizens and residents over their personal information.
Individuals in the EU will have the right to access or request that companies erase or migrate their data elsewhere. When asked, companies must prove to authorities that they have satisfactory policies and procedures in place to protect their data, or they will face huge fines. How huge? If your company’s not compliant, the fines could be as large as 20 million Euros (about $24 million) or four percent of your annual global revenue, whichever is higher.
“A U.S. tourist who visits Germany for one day and returns to the U.S. has rights under the law if that person used [a service like] Facebook while on the trip,” Alex Stern, an attorney wrote on his firm’s blog.
Session Title: Measuring Learning Outcomes of New Library Initiatives Coordinator: Professor Plamen Miltenoff, Ph.D., MLIS, St. Cloud State University, USA Contact: pmiltenoff@stcloudstate.edu Scope & rationale: The advent of new technologies, such as virtual/augmented/mixed reality, and new pedagogical concepts, such as gaming and gamification, steers academic libraries in uncharted territories. There is not yet sufficiently compiled research and, respectively, proof to justify financial and workforce investment in such endeavors. On the other hand, dwindling resources for education presses administration to demand justification for new endeavors. As it has been established already, technology does not teach; teachers do; a growing body of literature questions the impact of educational technology on educational outcomes. This session seeks to bring together presentations and discussion, both qualitative and quantitative research, related to new pedagogical and technological endeavors in academic libraries as part of education on campus. By experimenting with new technologies such as Video 360 degrees and new pedagogical approaches such as gaming and gamification, does the library improve learning? By experimenting with new technologies and pedagogical approaches, does the library help campus faculty to adopt these methods and improve their teaching? How can results be measured, demonstrated?
Opening Education: Using Open Education & Open Pedagogy to Transform Learning and the Educational Experience
The Open Education Southern Symposium at the University of Arkansas is accepting proposals for its day and a half conference on Monday, Oct. 1 and Tuesday, Oct. 2, 2018. Proposals should fall into one of three categories:
o Presentations: 15-20 minutes (Please allow 10 to 15 minutes for Q&A after presentations.)
o Panel Discussions: 45 minutes (Please allow 10 to 15 minutes for Q&A after panel discussions.)
o Lightning Talks: 7 minutes (A short 5 to 10 minute Q&A will follow all lightning presentations.)
We welcome proposals from organizations, including colleges and universities of all sizes, community colleges, special libraries, and any others involved in open education and open pedagogy. We’re particularly interested in proposals with topics centering around:
o Adoption and creation of resources
o Publishing platforms
o Best practices and the impact of Open Education
o Creative Commons, copyright, and other licensing
o Marketing and advocacy
o Pedagogy and student success, including K-12 highlights
o Instructional design strategies for OER
o Trends and innovation
o OER in community colleges
o Tenure, promotion, and OER
o OER community building
o Assessment
o Inclusion and diversity in Open Education
Submission Details:
The deadline for submissions is May 31, 2018 at 11:59 p.m. Central Time. The submission form can be found on our eventwebsite under the Call for Proposals page.
Proposal social media summaries should not exceed 240 characters (spaces included).
Proposal abstracts should not exceed 2000 characters or approximately 500 words.
All submissions will be evaluated based on the relevance of the topic and potential to advance the thinking or practice of Open Education and Open Pedagogy. Proposal reviewers will use similar proposal criteria to those being used by the Open Education Conference and OER18.
The planning committee will deliver decisions by June 29, 2018.
Presenters will be asked to accept or decline invitation to present by July 13, 2018.
All presenters will be required to register for the symposium.
Registration is $99 for our day and a half event on October 1 & 2, 2018 at the University of Arkansas. Registration covers full participation for both days, shuttle service between the hotel and event location, lunch on the first day, snacks and beverages, and event goodies.
Our library is gearing up to create a virtual reality demonstration station using either VTC Hive or Oculus Rift. We want to make sure that we at least a small suite of educational VR products.
If your library runs a VR workstation, could you share one or two educational titles that you’re especially happy with? We are planning on getting Mission:ISS, a simulation of the International Space Station.
Thanks!
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Daniel Cornwall
OWL Program Manager / Internet and Technology Consultant
